Rudeness and status effects during group problem solving: Do they bias evaluations and reduce the likelihood of correct solutions?

By Ming Ming Chiu, Lawrence Khoo. 2003

145 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Sociology and Political Science, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/06f68667888e0d5f95880f36a9f475e5bdd5995d

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In Developmental and Educational Psychology

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Citations in the corpus

Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction (2017, unknown): “…undermining, exclusion, insulting, ignoring, and discouraging participation, which may trigger further negative emotions and lead to non-engagement (Chiu & Khoo, 2003; LinnenbrinkGarcia, Rogat, & Koskey, 2011; Näykki, Järvelä, Kirschner, & Järvenoja, 2014; Rogat & Linnenbrink-Garcia, 2011; Webb,…”
A New Method for Analyzing Sequential Processes (2005, methodology): “SMALL GROUP RESEARCH, Vol. 36 No. 5, October 2005 600-631 DOI: 10.1177/1046496405279309 © 2005 Sage Publications teachers (Chiu, 2004; Chiu & Khoo, 2003), marital conflict (Gottman et al., 2003), and preschoolers’ play (Farran & SonYarbrough, 2001).”
Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation (2020, background): “Socio- emotional interactions can also be disruptive if they manifest as negative interactions, such as rudeness, overruling, undermining, exclusion, and insulting (Chiu & Khoo, 2003; LinnenbrinkGarcia, Rogat, & Koskey, 2011; Näykki, Järvelä, Kirschner, & Järvenoja, 2014).”
Experiencing Incivility in Organizations: The Buffering Effects of Emotional and Organizational Support (2012, background): “Chiu and Khoo (2003) studied the dynamics and performance outcomes of workgroups comprised of high school students attempting to solve algebra problems collectively.”
Energizing Learning: The Instructional Power of Conflict (2009, background): “Competitive goals may be reflected in lack of politeness or skill when participants express disagreement (Chiu & Khoo, 2003).”
The Social Construction of Authority Among Peers and Its Implications for Collaborative Mathematics Problem Solving (2016, background): “Students with the highest levels of academic and social status have the highest levels of engagement in collaborative work and those who are least engaged tend to have lower academic and social status (Chiu & Khoo, 2003; Cohen & Lotan, 1997; Mulryan, 1994).”
Adapting Teacher Interventions to Student Needs During Cooperative Learning: How to Improve Student Problem Solving and Time On-Task (2004, background): “solve a problem if they are on-task more often (e.g., Forman & Cazden, 1985) or generate more correct ideas (e.g., Chiu & Khoo, 2003 ).”
Regulation and socio-emotional interactions in a positive and a negative group climate (2018, background): “Negative affect, if strong and persistent, is typically associated with detrimental outcomes such as withdrawal and lower levels of performance and satisfaction (Chiu and Khoo 2003; Duffy and Shaw 2000; Linnenbrink-Garcia et al. 2011; Näykki et al. 2014).”